Economics of Education Review

1981 - 2018

Current editor(s): E. Cohn

From Elsevier
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Volume 67, issue C, 2018

Is post-secondary education a safe port and for whom? Evidence from Canadian data pp. 1-13

Diana Alessandrini

The threat of competition and public school performance: Evidence from Poland pp. 14-24

Paweł Bukowski and Martyna Kobus

The role of time preferences in educational decision making pp. 25-39

Daniel Kemptner and Songül Tolan

The Effect of Teachers’ Unions on Student Achievement in the Short Run: Evidence from Wisconsin’s Act 10 pp. 40-57

E. Jason Baron

Teacher hiring decisions: How do governments react to an exogenous redistribution of education funds? pp. 58-81

Tassia Cruz

Gender achievement gaps among Chinese middle school students and the role of teachers’ gender pp. 82-93

Di Xu and Qiujie Li

You can't always get what you want: Capacity constraints in a choice-based school system pp. 94-109

Jane Arnold Lincove, Jon Valant and Joshua M. Cowen

Introducing a performance-based component into Jakarta's school grants: What do we know about its impact after three years? pp. 110-136

Samer Al-Samarrai, Unika Shrestha, Amer Hasan, Nozomi Nakajima, Santoso Santoso and Wisnu Harto Adi Wijoyo

Training and changes in job Tasks pp. 137-147

Marcus Tamm

Aid after enrollment: Impacts of a statewide grant program at public two-year colleges pp. 148-157

Drew M. Anderson and Goldrick-Rab, Sara

Academic achievement across the day: Evidence from randomized class schedules pp. 158-170

Kevin M. Williams and Teny Maghakian Shapiro

Do students benefit from longer school days? Regression discontinuity evidence from Florida's additional hour of literacy instruction pp. 171-183

David Figlio, Kristian L. Holden and Umut Ozek

Teaching styles and achievement: Student and teacher perspectives pp. 184-206

Hidalgo-Cabrillana, Ana and Lopez-Mayan, Cristina

The added value of more accurate predictions for school rankings pp. 207-215

Fritz Schiltz, Paolo Sestito, Tommaso Agasisti and Kristof De Witte

Learning intensity effects in students’ mental and physical health – Evidence from a large scale natural experiment in Germany pp. 216-234

Sarah Hofmann and Andrea Mühlenweg

The effect of multigrade classes on cognitive and non- cognitive skills. Causal evidence exploiting minimum class size rules in Italy✰ pp. 235-253

Daniele Checchi and Maria De Paola

Volume 66, issue C, 2018

Are two subjects better than one? The effects of developmental English courses on language minority and native English-speaking students’ community college outcomes pp. 1-13

Michelle Hodara and Di Xu

The effects of incentives to exercise on student performance in college pp. 14-39

Hans Fricke, Michael Lechner and Andreas Steinmayr

When does it count? The timing of food stamp receipt and educational performance pp. 40-50

Chad Cotti, John Gordanier and Orgul Ozturk

Improving educational and labor outcomes through child labor regulation pp. 51-66

Elena Del Rey, Sergi Jimenez-Martin and Judit Vall Castello

The potential output gains from using optimal teacher incentives: An illustrative calibration of a hidden action model pp. 67-72

Nirav Mehta

Concentrating efforts on low-performing schools: Impact estimates from a quasi-experimental design pp. 73-91

Felipe Barrera-Osorio, Sandra García, Catherine Rodriguez, Fabio Sanchez Torres and Mateo Arbeláez

Parent skills and information asymmetries: Experimental evidence from home visits and text messages in middle and high schools pp. 92-103

Peter Bergman, Edmond-Verley, Chana and Notario-Risk, Nicole

The effects of making performance information public: Regression discontinuity evidence from Los Angeles teachers pp. 104-113

Peter Bergman and Matthew J. Hill

Private schools and student learning achievements in Kenya pp. 114-124

Fredrick Wamalwa and Justine Burns

Do financial incentives crowd out intrinsic motivation to perform on standardized tests? pp. 125-136

John List, Jeffrey A. Livingston and Susanne Neckermann

Why are professors “Poorly paid”? pp. 137-141

Daniel Hamermesh

High times: The effect of medical marijuana laws on student time use pp. 142-153

Yu-Wei Luke Chu and Seth Gershenson

Achievement effects from new peers: Who matters to whom? pp. 154-166

Duncan McVicar, Julie Moschion and Chris Ryan

Educational resources and student achievement: Evidence from the Save Harmless provision in New York State pp. 167-182

Philip Gigliotti and Lucy C. Sorensen

The effects of relative and absolute age in the measurement of grit from 9th to 12th grade pp. 183-190

Pablo Peña and Angela L. Duckworth

Understanding and evaluating the SAS® EVAAS® Univariate Response Model (URM) for measuring teacher effectiveness pp. 191-205

Kelly N. Vosters, Cassandra M. Guarino and Jeffrey M. Wooldridge

Do children benefit from universal early childhood education and care? A meta-analysis of evidence from natural experiments pp. 206-222

Thomas van Huizen and Janneke Plantenga

Enrollment and degree completion in higher education without admission standards pp. 223-244

Koen Declercq and Frank Verboven

Volume 65, issue C, 2018

School closure and educational attainment: Evidence from a market-based system pp. 1-17

Nicolas Grau, Daniel Hojman and Alejandra Mizala

The Effect of Labor Market Information on Community College Students’ Major Choice pp. 18-30

Rachel Baker, Eric Bettinger, Brian Jacob and Ioana Marinescu

The short-term effects of school consolidation on student achievement: Evidence of disruption? pp. 31-47

Louise Beuchert, Maria Humlum, Helena Nielsen and Nina Smith

Does class size matter for school tracking outcomes after elementary school? Quasi-experimental evidence using administrative panel data from Germany pp. 48-57

Bethlehem A. Argaw and Patrick Puhani

The impact of college admissions policies on the academic effort of high school students pp. 58-92

Nicolas Grau

The bad end of the bargain?: Revisiting the relationship between collective bargaining agreements and student achievement pp. 93-106

Bradley D. Marianno and Katharine O. Strunk

Boosting school readiness: Should preschool teachers target skills or the whole child? pp. 107-125

Jade M. Jenkins, Greg J. Duncan, Anamarie Auger, Marianne Bitler, Thurston Domina and Margaret Burchinal

Effects of high versus low-quality preschool education: A longitudinal study in Mauritius pp. 126-137

Christian Morabito, Dirk Van de gaer, José Luis Figueroa and Michel Vandenbroeck

Do bonuses affect teacher staffing and student achievement in high poverty schools? Evidence from an incentive for national board certified teachers in Washington State pp. 138-152

James Cowan and Dan Goldhaber

Volume 64, issue C, 2018

A teacher who knows me: The academic benefits of repeat student-teacher matches pp. 1-12

Andrew Hill and Daniel Jones

The rising cost of child care in the United States: A reassessment of the evidence pp. 13-30

Chris M. Herbst

Juvenile crime and the four-day school week pp. 31-39

Stefanie Fischer and Daniel Argyle

Are good researchers also good teachers? The relationship between research quality and teaching quality pp. 40-49

Ali Palali, Roel van Elk, Jonneke Bolhaar and Iryna Rud

Does the precision and stability of value-added estimates of teacher performance depend on the types of students they serve? pp. 50-74

Brian Stacy, Cassandra Guarino and Jeffrey Wooldridge

Do high school sports build or reveal character? Bounding causal estimates of sports participation pp. 75-89

Michael Ransom and Tyler Ransom

Bilingual schooling and earnings: Evidence from a language-in-education reform pp. 90-101

Lorenzo Cappellari and Antonio Di Paolo

English proficiency and mathematics test scores of immigrant children in the US pp. 102-113

Ainhoa Aparicio Fenoll

Tuition fees and student effort at university pp. 114-128

Pilar Beneito, José Boscá and Javier Ferri

The puzzle of missing female engineers: Academic preparation, ability beliefs, and preferences pp. 129-143

Ying Shi

The contribution of early childhood and schools to cognitive gaps: New evidence from Peru pp. 144-164

Juan Castro and Caine Rolleston

Do mentoring, information, and nudge reduce the gender gap in economics majors? pp. 165-183

Hsueh-Hsiang Li

Can UTeach? Assessing the relative effectiveness of STEM teachers pp. 184-198

Ben Backes, Dan Goldhaber, Whitney Cade, Kate Sullivan and Melissa Dodson

Exposure to academic fields and college major choice pp. 199-213

Hans Fricke, Jeffrey Grogger and Andreas Steinmayr

Through the looking glass: Can classroom observation and coaching improve teacher performance in Brazil? pp. 214-250

Barbara Bruns, Leandro Costa and Nina Cunha

Measuring teacher non-cognitive skills and its impact on students: Insight from the Measures of Effective Teaching Longitudinal Database pp. 251-260

Albert Cheng and Gema Zamarro

Are states winning the fight? Evidence on the impact of state laws on bullying in schools pp. 261-281

Julia Manzella

Gendered choices of STEM subjects for matriculation are not driven by prior differences in mathematical achievement pp. 282-297

Moshe Justman and Susan J. Méndez

How much does teacher quality vary across teacher preparation programs? Reanalyses from six states pp. 298-312

Paul von Hippel and Laura Bellows

Nudging in education pp. 313-342

Mette Trier Damgaard and Helena Nielsen